2013年无锡英语中考试卷分析

2013年无锡英语中考试卷分析

——杨小虎

该试卷检测的范围应该说内容是非常全面的，难易也适度，比较能如实反映出学生的实际英语知识的掌握情况。也应证了平常我对学生说的那句话：“书本知识真正掌握了，试卷的85分就能拿下了，还有的15分来源于你的理解、分析、拓展能力了。”试题以教材为载体，立足基础、适当增加难度、增大容量、体现出灵活性、综合性。侧重考查学生联系语言环境和生活实际理解语言、运用语言的能力。从语境中考查学生对知识点的掌握可谓是本次考试的一大重点。

从试卷各部分分别来看：

单相选择部分：无论是对于名词、冠词、介词、副词、时态等各个类型的题型，均贯穿于语境当中，这就要求了学生，不仅仅只是光懂得一个词的用法就够了，从语篇和语境中对学生的要求进一步要求提高了。这十四道选择题整体难度不大，考查的都是对学生基础只是掌握，百分之九十以上的题均是以对话的形式结合语境，辨析各个单词的意义的差异。选择题部分重点集中考查的是：介词、频度副词、过去将来时、形容词、比较级、动词短语搭配、连词、情景对话、不定代词、形容词搭配等。分布较均匀，但都体现了在语境中考查知识点这一理念。完型填空：整体难度不大，对语法知识点基本不大，重点考查的是学生对语篇的理解能力，结合上下文的关系，只要能读懂基本没有什么问题，考查的是学生对单词的辨析能力，集中在对词语意义的辨析，对用法的辨析几乎没什么涉猎。加强学生对篇章理解能力是做好该类题型的关键，结合上下文可以很容易地作答该类题型。

阅读理解：难度适中，难易结合，但大多数答案在文章中均有直接提及到，在把握好文章整体的基础上，有的放矢地在文章中可以很好地找到答案。四篇阅读短文分别是，说明文、应用文、记叙文以及议论文。这就要求了学生在问题上需要把握地更全面，语言知识地运用也需要从全方位的角度去掌握。

词汇应用：A部分考查地是学生对于单词的记忆，属基础类题，考查的词汇也无生僻词汇，只要学生在平时的记忆过程中加强，应该是不会丢分的。B部分则考查的是词语用法，其中包括了形容词副词的转换，形容词和名词之间的转换，以及否定前缀的考查。

动词填空：主要考查地是时态和语态的理解，主要涉及的时态是：进行时、过去式现在完成时、将来时以及过去完成时，在结合时态的情况下加入了被动语态的考查。非谓语的考查有所涉及，但较容易，按照动词短语的理解即可完成作答。

首字母填空：该题型是一难点，也是学生较容易失分的部分，考查的语法知识点不难，难点在于如何利用自己所掌握的单词有效地对其加以利用，根据首字母以及上下文篇章的整体把握填写出正确的单词。

完成句子：从改试卷来看，该部分重点考查的是动词短语的运用，如何在句子中加以整合达到句子完整。该题型要求学生平时对动词的掌握，加强动词短语的理解和运用。

作文：此次作文题目结合实际，是一篇娱乐类文章，以简答地说明类为主，要求不大，难度适中。

通过改试卷的整体来看，加强学生对语境的把握能力，尤其是词汇如何运用

于语境当中，已经成为一种考查的潮流和趋势，加强学生平时学习过程中在语境的运用是当务之急也是重中之重。从试卷的方向来看，我认为今后在教学中可以从以下几个方面来改进：

1、立足于教材，扎根于生活。教材是我们的教学之本，在教学中，我们既要以教材为本，扎扎实实地渗透教材的重点、难点，不忽视有些自己以为无关紧要的知识；又要在教材的基础上，紧密联系生活，让学生多了解生活中的英语。而且在高段英语的教学上要有意识地与高中英语接轨。

2、教学中要重在凸现学生的学习过程，培养学生的分析能力。在平时的教学中，作为教师应尽可能地为学生提供学习材料，创造自主学习的机会。尤其是在语法教学中，要让学生的思维得到充分的展示，让他们自己来分析题目，设计解题的策略，多做分析和编题等训练，让有的学生从“怕”题到喜欢题。

3、多做多练，切实培养和提高学生的语篇分析能力。要学生懂得某一个词的用法，也许单独考查不一定会错，但有时他们是凭自己的直觉做题，不讲道理，不想原因，不结合语境。这点可以从试卷上很清晰地反映出来。加强学生在语境中分析语言的能力。

4、关注生活，培养实践能力加强教学内容和学生生活的联系，让英语从生活中来，到生活中去是英语课程改革的重要内容。多做一些与生活有关联的题目，把学生的学习真正引向生活、引向社会，从而有效地培养学生解决问题的能力。

5、关注过程，引导探究创新。英语教学不仅要使学生获得基础知识和基本技能，而且要着力引导学生进行自主探索，培养自觉发现新知、发现规律的能力。这样既能使学生对知识有深层次的理解，又能让学生在探索的过程中学会探索的科学方法。让学生的学习不仅知其然，还知其所以然。

6、要求教师必须具备强烈的责任感，深入钻研、开发、使用教材；要有灵性、悟性和耐性，形成独特的教学特色。教师要用发展的眼光，教给学生科学的学习方法，英语教学在重视范文语言的感悟、积累和内化的同时，要积极向课外阅读拓展，并充分利用英语综合性学习活动为学生搭建展示交流的平台，增加学生积累的广度；教师应该向学生推荐好书，帮助学生拓宽积累词汇量的途径。

4、素质成于习惯中。没有培养过程，就没有教育结果。教师一定要重视给学生创设各种英语实践的机会，在某些环节上要给予具体的指导，引导学生钻研文本，让学生在阅读过程中逐步学会思考，学会读书，发现语言的规律，培养审美的情趣，从而提高英语独立阅读和自能作文的能力。

这次试卷能充分体现以学生为主体的新的教学理念，使每一个学生都能在不断获得成功乐趣的同时，唤起对学习的兴趣和人生的自信，最终立足社会，更好地服务于社会。纵观英语试卷，我们感到：教学中重视学生思维能力、实践能力和创新能力的训练，已成为广大教师的共识，但教师没有站在系统性的教学高度来审视。在阅读教学中就文解文，教师重“教”不重“导”（教材单词表中带“*”或“△”的，大部分教师采取的是走过场态度，视而不见，见而不问），学生所学知识不整合，缺乏促进继续学习的能力。在以后的英语教学中，我们的教师一定要变学生“接受式学习”为“吸收式学习”，做到：引学生“悟”、教学生“法”、导学生“理解”、重学生“运用”、求学生“发展”。

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